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ERIC Number: EJ1047227
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
ISSN: EISSN-1478-2103
Selective Critical Thinking: A Textbook Analysis of Education for Critical Thinking in Norwegian Social Studies
Børhaug, Kjetil
Policy Futures in Education, v12 n3 p431-444 2014
Current Norwegian curricular guidelines oblige schools to educate citizens with a critical perspective on society. From a discourse theoretical perspective, this obligation implies that various school subjects, and in particular social studies, offer discourses on social issues that allow for different points of view and critical evaluation. Educational systems have a strong tendency towards legitimising the existing social and political order. It is therefore important to examine whether critical perspectives are articulated at all, and exactly what students are encouraged to criticise. Globalisation processes are assumed to affect the extent and form of critical assessment. In this article, the textbooks used in Norwegian lower secondary schools in social studies are examined. It is found that critical perspectives are articulated, but systematically directed at issues that do not challenge core political and legal institutions, such as economic policy, non-voters, non-democratic regimes far away, and racists. Political and legal institutions, the United Nations, and Norwegian multiculturalism are above any type of critical assessment. It can be concluded that critical assessments are encouraged, albeit being guided in some directions and not others.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A